Date of Award

5-7-2022

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

David Van Heemst

Second Advisor

Kristy Ingram

Scholarship Domain(s)

Scholarship of Discovery

Abstract

Districts and schools are not looking at the data on racial judgments, segregation, and neighborhood quality, along with children’s friendship choices, open-mindedness, and social emotional factors to fully understand and educate others on the benefits of multiculturalism. This case study describes the impact that English-only classrooms and two-way dual language classrooms have on racial acceptance and behavior incidents for kindergarten, first, and second graders in a school located in a Midwest suburb. In utilizing The Child Behavior Checklist (Achenbach & Ruffle, 2000) and Office Discipline Referrals (ODRs) to determine specific behavior problems and the Modified Subtle and Blatant Prejudice Scale to determine racial judgements; both independent-samples t tests and one-way ANOVAs were run, depending on the research question. The impact that English-only classrooms and two-way dual language classrooms have on racial acceptance and behavior incidents for kindergarten, first, and second graders in a school located in a Midwest suburb are evident in both social-emotional and behavior factors. Specifically, students who are enrolled in dual-language are less likely to exhibit anxiety and depression according to their teachers’ reports. Along with this, they are less likely to demonstrate rule-breaking behavior and internal behavior issues. Lastly, students who are enrolled in both dual language and general education, and also exhibit higher prejudice are more likely to receive Office Discipline Referrals. Students who are in dual-language demonstrated an even higher likelihood of this pattern.

Key Findings

Students who are enrolled in dual-language are less likely to exhibit anxiety and depression according to their teachers’ reports. Students are less likely to demonstrate rule breaking behavior and internal behavior issues. Students who are enrolled in both dual language and general education, and also exhibit higher prejudice are more likely to receive Office Discipline Referrals. Students who are in dual-language demonstrated an even higher likelihood of this pattern.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Professional Biography

I am driven to expand expertise in curriculum and instruction to educators and potential educators, while also maintaining equitable access to education for all students. As a current Instructional Coach, I am passionate about encouraging educators in how to best provide elementary students a conceptual understanding of math concepts, English Language Arts comprehension, and science/social studies skills using higher level thinking, in preparation for college and career. My degrees include:

Bachelor of Arts, Elementary Education, Judson University, Elgin, Illinois

Master of Arts, Education-Curriculum and Instruction, Olivet Nazarene University, Bourbonnais, Illinois

Doctorate in Education, Ethical Leadership, Olivet Nazarene University, Bourbonnais, Illinois

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